“Incredibly important and timely for our profession.”
—Patrick Sullivan, Manchester Community College
“Striking the perfect balance of theoretical analysis and practical application, Carillo shows how to engage dialectically with our students and the educational system that has provided them with such a stripped down, test-friendly version of literacy. There is valuable work yet to be done and Carillo shows us how to get to it.”
—Richard E. Miller, Rutgers University
“This book is written primarily for instructors in first-year college writing courses, but much of it will prove useful to frustrated teachers in any discipline. . . . it does set out thoughtful ideas about how to think about teaching reading.”
Teaching Readers in Post-Truth America shows how postsecondary teachers can engage with the phenomenon of “post-truth.” Drawing on research from the fields of educational and cognitive psychology, human development, philosophy, and education, Ellen C. Carillo demonstrates that teaching critical reading is a strategic and targeted response to the current climate.
Readers in this post-truth culture are under unprecedented pressure to interpret an overwhelming quantity of texts in many forms, including speeches, news articles, position papers, and social media posts. In response, Carillo describes pedagogical interventions designed to help students become more metacognitive about their own reading and, in turn, better equipped to respond to texts in a post-truth culture.
Teaching Readers in Post-Truth America is an invaluable source of support for writing instructors striving to prepare their students to resist post-truth rhetoric and participate in an information-rich, divisive democratic society.